A systematic review of SVVR in language education in terms of the ADDIE model

ABSTRACT

Spherical video-based virtual reality (SVVR) is a form of virtual reality that employs 360-degree videos to immerse learners in virtual environments. As SVVR can simulate realistic experiences, the current trend of language education is towards more use of it. To examine its current status, this study systematically reviewed 31 articles on SVVR-enhanced language education from the perspectives of Analysis, Design, Development, Implementation, and Evaluation (i.e. the ADDIE model). The results indicate that the main affordances of SVVR include providing learners with authentic and immersive learning experiences, enabling content visualization, and giving learners a sense of freshness. The most popular pedagogical mode is to immerse and situate students in scenes, landscapes, city views, and real-life scenarios in SVVR. The associated language learning activities can be writing, speaking, and listening practices, as well as grammar, vocabulary, and culture learning. Scaffolding strategies such as providing guided questions for students’ exploration and engagement in SVVR and conducting collaborative or problem-based learning, as evidenced by several studies, seem effective. The effects of SVVR-enhanced language education are mainly evaluated through tests, questionnaires, interviews, and reflection papers. Based on the results, we propose future research and development directions for researchers and practitioners interested in SVVR-enhanced language education.

KEYWORDS:

• Spherical video-based virtual reality
• 360-degree videos
• virtual reality
• language learning
• language education
• the ADDIE model

Data availability statement

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Di Zou

Dr ZOU Di is an Associate Professor and the Head of the Centre for English and Additional Languages, Lingnan University, Hong Kong. Her research interests include technology-enhanced learning, AR/VR-enhanced learning, game-based language learning, vocabulary learning, flipped classroom, computer assisted language learning, and learning analytics. She has been listed as one of the World's Top 2% Scientists by Stanford University in 2021, 2022 and 2023.

Morris Siu-Yung Jong

Dr Jong’s research interests include learning sciences, gamification, educational VR, context-aware mobile learning, as well as teacher facilitation in technology-enhanced learning environments. The courses he teaches include Subject Curriculum Teaching (Information and Communication Technology), Leveraging Digital Technologies in Learning and Teaching, and Research on Learning Sciences and Technologies.

Xinyi Huang

Miss Huang is a research assistant at The Education University of Hong Kong.

Gary Cheng

Dr. Gary Cheng is an Associate Professor of the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK). Dr. Cheng's academic background is in computer science, but he has specialised in teaching Information Technology in education for over a decade. With substantial years of work experience in Hong Kong academia, Dr. Cheng has built a wealth of knowledge and a network of support to unleash the potential of technology for teacher education. He has a proven track record of exploring and evaluating the use of emerging technologies to enhance teaching and learning.

Gwo-Jen Hwang

Dr. Gwo-Jen Hwang is a chair professor at the Graduate Institute of Educational Information and Measurement, National Taichung University of Education, and a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan. He is also the Emeritus Chair Professor of Yuan Ze University, Taiwan. His research interests include mobile learning, digital game-based learning, flipped classrooms, and artificial intelligence in education.

Michael Yi-Chao Jiang

Dr. Jiang is a post-doctoral fellow at The Chinese University of Hong Kong.